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    Title: 幼兒園教師之設計思維參與度、科技教學內容知識效能、與設計活力研究
    A Study of Teachers’ Design Thinking Engagement, Technological Pedagogical Content Knowledge Efficacy, and Design Vitality in Early Childhood Context
    Authors: 陳南希
    Chen, Nan-Xi
    Contributors: 洪煌堯
    Hong, Huang-Yao
    陳南希
    Chen, Nan-Xi
    Keywords: 設計思維參與度
    科技教學內容知識效能
    設計活力
    量表發展
    結構方程模型
    幼兒園教師
    Design thinking engagement
    TPACK efficacy
    design vitality
    scale development
    structural equation modelling
    early childhood teachers
    Date: 2020
    Issue Date: 2020-07-01 13:59:37 (UTC+8)
    Abstract: 這項研究由兩個獨立研究構成，主張將“活力”、“效能”和“參與”等概念融合進幼兒園教師課程教學設計實踐，用以探討和理解教育現場面臨科技整合挑戰的境況下設計思維之於教師可持續發展之重要性。
    首先，在第二章，基於“教師參與”和“設計思維”的文獻對幼兒園教師參與到設計思維過程的一般化模式進行了概念化，並通過量表發展和驗證建立起“設計思維參與”這一潛在構念的統計基礎。具體而言，建基於相關文獻的討論和專家意見，初步擬定20個項目的幼兒園教師設計思維參與度量表。量表填答對象為來自中國大陸北京市的幼兒園教師（N = 370）。探索性因素分析（樣本A，n = 141）初步顯示量表呈現含16個項目在內的五因素結構。隨後，採用驗證性因素分析（樣本B，n = 229）對量表結構進行了驗證；評估系列競爭模型後，發現標的構念最適合表徵為二階結構。研究具體針對量表的維度構成、構念效度，以及北京市幼兒園教師的設計思維參與程度進行了討論。對幼兒園教師參與設計思維過程的抽象化及其量表發展為探討教師設計思維參與之於其科技教學內容知識效能和設計活力提供了概念和工具基礎。
    其次，在第三章，通過結構方程模型取徑，探討了教師的設計思維參與度，科技教學內容知識的效能，和設計活力之間的關係。408名來自中國大陸的幼兒園教師有效填答了一份關於其設計思維參與度（DTE），教學內容知識效能（PCK-e），科技教學內容知識效能（TPCK-e），和設計活力（DV）的問卷調查。驗證性因素分析獲得了各量表的可靠性和有效性。結果表明，教師的DTE在解釋教師感知到的PCK-e，TPCK-e，以及DV方面具有統計學意義。教師的TPCK-e顯著預測DV，但PCK-e對DV並未表現出顯著預測力。研究最後討論並總結了以教師作為設計者的近端過程為重點的理論和實踐意義。
    This research incorporates teacher vitality, teacher efficacy, and teacher engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking in the context of early childhood. It consists of two independent studies.
    Firstly, a scale development study of teachers’ engagement in design thinking is conducted to make a contribution to knowledge by offering a set of general patterns towards the way teachers engage themselves as designers in their lesson design practice. Drawing on existing literature, an original 20-item scale of teachers’ engagement in design thinking with respect to their lesson design practice is established and administered it to kindergarten teachers in Beijing, China. First, exploratory factor analysis (sample A, n=141) was employed, which established a five-factor scale with 16 items. Subsequently, confirmatory factor analysis (sample B, n=229) was used for validation. After evaluating a series of models, it was found that the scale best fit the second-order structure. Dimensionality and construct validity of the scale are then discussed as well as teachers’ perceived engagement level.
    Secondly, by using structural equation modeling approach, the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPCK), and design vitality (DV) is explored. A survey containing measurements for teachers’ DTE, PCK efficacy, TPCK efficacy, and DV was delivered to 408 Chinese early childhood teachers. Reliability and validity of the instruments were attained through confirmatory factor analysis. Results indicated that teachers’ DTE was statistically significant in explaining teachers’ perceived PCK and TPCK efficacy, as well as perceived DV. Teachers’ perceived TPCK efficacy significantly predict DV. However, no significant prediction was found for teachers’ perceived PCK efficacy to DV. Theoretical and practical implications were finally discussed and concluded with the highlight of teachers’ proximal processes as designers. Limitations and future research issues are also addressed.
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    Description: 博士
    國立政治大學
    教育學系
    106152519
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106152519
    Data Type: thesis
    DOI: 10.6814/NCCU202000477
    Appears in Collections:[Department of Education] Theses

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